How Seattle University Students Are Shaping the Future of School Mental Health

K–12 schools across the country are facing a growing need for mental health support. As students manage academic pressure and systemic inequities that shape their learning, today’s counselors and psychologists can make a difference by approaching each child with empathy and cultural understanding.

That’s exactly what students at Seattle University’s College of Education are learning to do. Rooted in cura personalis, the Jesuit principle of care for the whole person, Seattle University’s focus is to prepare practitioners who lead with both heart and mind.

To see how this philosophy comes to life, we spoke with three students from Seattle University’s counseling and school psychology programs. Their stories show how Seattle University is preparing a new generation of mental health professionals—ones who approach each child and family with compassion, context, and clarity.

The Personal “Why”: Stepping into a School Mental Health Career

Every counselor or school psychologist’s journey begins with a moment that clarifies their purpose.

For Sophia Hilsen, that clarity came during the onset of the COVID-19 pandemic. Before joining Seattle University’s Online Clinical Mental Health Counseling program, Sophia worked in a Washington high school. She saw firsthand how overwhelmed community mental health providers were, leaving students on waitlists. While Clinical Mental Health Counseling programs are not directly focused on K–12 school counseling roles, Seattle University’s program aligned with Sophia’s goal of becoming a stronger mental health resource for young people and families in her community.

“I just wanted to do more, and I wanted to feel like another resource for my community,” Sophia recalls. She became a key resource, stepping in during a crisis and reflecting the leadership Seattle University students bring into the field.

That sense of support carries across programs. Sam Locke, a third-year School Psychology student, initially pursued educational justice through policy, lobbying for student needs and public health initiatives. Later, working in schools and a children’s museum, they rediscovered a sense of purpose. This journey highlights how mental health professionals bridge systems and expand access to care.

“Ultimately, the only thing I ever really wanted was to be able to help people and to find ways to make a positive impact,” Sam shares.

Similarly, Alex Avalos’s personal experiences with underrepresentation and support throughout school shaped his path toward school counseling.

“I struggled so much myself, as a first-generation Mexican-American, and I see so many kids struggling,” Alex says. “I knew that I was gonna be able to impact a lot of young boys who struggle to find representation in K-12.”

Together, these stories reveal a shared truth: at Seattle University, students are supported in turning their personal purpose and lived experiences into meaningful careers that expand access and representation in schools.

The Seattle University Difference

Whether students join one of our school psychology or school counseling programs, Seattle University’s College of Education cultivates leaders who combine technical expertise with a deep sense of humanity, a blend of skills that the future of mental health care requires.

A Human-Centered Approach

When deciding where to study, Sam and Alex were looking for a program that reflected their personal values.

“Being in a program where that value of social justice and equity was at the core was very important to me,” shares Sam. “I really wanted to be somewhere where I felt like my values were reflected.”

“I knew that Seattle University centered social justice advocacy in their graduate programs,” Alex explains. “I needed that training to enter schools prepared—to engage in meaningful conversations with colleagues, serve on committees, and help introduce perspectives that weren’t always represented.”

This commitment to equity and inclusion is evident in every course and clinical experience. Students learn how societal inequities and school structures shape behavior and well-being.

With courses such as Professional and Ethical Issues in Counseling and Social Justice in Professional Practice, Seattle University prepares graduates to be:

• Equity-driven
• Culturally aware
• Ready to challenge systemic barriers
• Attentive to the whole person.

Flexible Learning With Real Support

For many students, flexibility is essential to making graduate study possible.

As a member of the first Online Clinical Mental Health Counseling cohort, Sophia discovered that virtual did not mean distant.

“I always felt incredibly supported,” Sophia recalls. “I never felt just like a number to anybody.” This type of individualized support models the whole-person care approach our students will bring into their own work in the future.

Students consistently describe Seattle University’s faculty as catalysts for growth. Mentors like Dr. Nora Maza, Dr. Juquatta Brewer, and Dr. Kathleen Driscoll empowered Sophia to overcome early self-doubt, offering steady guidance as she developed her clinical voice.

Sam relied on Seattle University’s evening and asynchronous structure to balance school with multiple jobs. During this time, faculty mentorship became central to her experience, especially while navigating the intensity of practicum and personal caregiving responsibilities.

As Alex explains, “These professors are going to be patient with you, and they're gonna guide you through every assignment.”

Sam adds, “Any opportunity you want, they will help you access.”

These experiences prepare our students to shape the future of school mental health by entering the field with the confidence and compassion needed to support students and communities.

Expanding Perspectives

Throughout their time at Seattle University’s College of Education, our students deepen their strategic thinking while learning how to support individuals and drive systemic change.

One of Sam’s most impactful courses, led by Dr. Ashli D. Tyre, involved developing a “theory of change” project that applied restorative practices alongside trauma-informed care and equity-centered frameworks in real-world school contexts.

“I really do feel like that really expanded my way of thinking about working through a problem, and fixing some of the big systemic issues,” Sam says. The assignment challenged Sam to reimagine what’s possible for mental health professionals.

This learning prepares students to support individual learners and shape healthier school cultures as they move forward in their careers.

When Training Becomes a Calling

For many students, there’s a moment when the work moves beyond the classroom and begins to shape how they will show up in the field. Through supervised practicum and internship experiences, students confront real-world complexity—learning firsthand what it means to support student mental health with care, humility, and accountability.

Sam experienced this shift during practicum while working with a student exhibiting high-intensity behavior. Initially, they held assumptions about the family’s role in the situation, but meeting the parents challenged those beliefs.

“I realized I was dead wrong,” Sam shares. “The biggest takeaway for me was humility.”

For Sophia, a close relationship with a student facing substance use and instability affirmed her commitment to the field. The experience underscored the importance of trust, consistency, and meeting students where they are.

“I’m so grateful for that experience,” Sophia explains. “It put me on this path of pushing myself to go to grad school.”

Moments like these shape how future practitioners think, listen, and respond—laying the groundwork for a more thoughtful, human-centered approach to school mental health.

Classroom Learning to Real-World Impact

Real-world learning is central to our students’ experiences, grounding their training in hands-on work supporting schools and communities.

For Sophia, this real-world opportunity came during an advocacy project tied to her work with teens facing substance abuse challenges. She developed a support group curriculum for students and caregivers navigating these challenges. Sophia brought this project to fruition by training her former colleagues to implement the protocol, translating academic learning into an immediate resource for students and families.

“That was the most real classroom-to-community work I was proud to be a part of,” Sophia shares. “I’m grateful Seattle U pushed me to take that step.”

Other students describe similar opportunities to engage directly with the realities of school-based mental health care. Through practicum and internship experiences, Sam conducted assessments, evaluated safety plans, and supported students with significant behavioral needs, while Alex applied counseling theories in real time through supervised practice in schools.

“The theories we studied in our first two years are now coming to life through practicum and internship,” Alex explains. “There’s strong support as we move through the learning process.”

Experiences like these help students build the confidence, judgment, and adaptability needed to meet evolving mental health needs.

Shaping Reflective Practitioners

By weaving cultural humility and reflective practice into coursework and training, our students are prepared to shape the future of school mental health with intention and accountability. Students learn to consider how identity and context influence student experiences.

For Sam, early exposure to disability justice and disproportionality reinforced the responsibility school mental health professionals carry.

“You, as a practitioner, need to develop your own way of thinking. You need to develop your own humility,” Sam emphasizes.

This reflective approach also helps students engage more authentically with those they serve. Sophia describes learning to move beyond fear of missteps and instead see growth in challenging moments.

“I've been able to reframe that as, like, what a great opportunity for rupture and repair, and that creates even more depth in the clinical work that we get to have together in our relationship.”

With a focus on cultural awareness and ethical reflection, Seattle University students are helping redefine what thoughtful, inclusive school mental health care can look like. “I'm very proud to be graduating from a program that is advocating and empowering people of all identities to step into this space and make everybody feel seen, because there's only so much that I can do,” Sophia shares.

Building More Caring, Just School Systems

Students like Alex, Sophia, and Sam represent the future of school mental health professionals. By understanding the individual and systemic forces shaping student well-being, they carry forward Seattle University’s mission to prepare leaders who care deeply and think critically.

Explore Seattle University College of Education’s programs to learn more.